ABSTRACT
This chapter presents the changes in achievement during the two years of the study. It describes the children's progress on a range of skills considered essential in the early years of development and measured by the Observation Survey of Early Literacy Achievement (OS). The chapter presents the changes in children's writing achievement, as measured by applying the Criterion Scale to samples of writing collected at four points during the study. Finally it examines the outcomes for children arising from the varying levels of support offered to them throughout the study in addition to classroom literacy instruction. Optimal classroom instruction is a key focus of Response to Intervention in the United States whereby it is recognized as a key factor in reducing the numbers of children being identified for special education support services. The chapter allows for the targeting of resources and more intensive support for children who do not make adequate progress in response to high-quality classroom instruction.
